Observation, Assessment and Planning
The following templates are intended as a starting point to support observation,
assessment and planning.
They can be adapted and developed to suit the needs of the practitioners. They are
not required formats to be used in Oxfordshire but are simply a selection of
examples that may support you in the process of observation, assessment and
planning.
For more in depth support, consider attending our course Observation, Assessment
and Planning in the Early Years available through our Step into Training programme.
The EYFS Statutory Framework (September 2014) states:
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Practitioners must consider the individual needs, interests, and stage of development
of each child in their care, and must use this information to plan a challenging and
enjoyable experience for each child in all of the areas of learning and development.
Each area of learning and development must be implemented through planned,
purposeful play and through a mix of adult-led and child-initiated activity.
In planning and guiding children’s activities, practitioners must reflect on the different
ways that children learn and reflect these in their practice.
The key person must help ensure that every child’s learning and care is tailored to meet
their individual needs.
Assessment should not entail prolonged breaks from interaction with children, nor
require excessive paperwork. Paperwork should be limited to that which is absolutely
necessary to promote children’s successful learning and development.
Contents
Continuous provision planning ......................................................................................... 1
Focused activity plan ........................................................................................................ 3
Long observation timetable .............................................................................................. 4
Short observation template – look, listen, note ................................................................ 5
Weekly observation summary .......................................................................................... 6
Observation monitoring .................................................................................................... 7
Wow moment template .................................................................................................... 8
Narrative observation form ............................................................................................... 9
Short observation ........................................................................................................... 11
Long observation 1......................................................................................................... 12
Long observation 2......................................................................................................... 13
Long observation 3......................................................................................................... 15
Long observation 4......................................................................................................... 18
Characteristics of effective learning observation ............................................................ 20
Continuous provision planning
Class ……….. Weekly Plan
Date:
Continuous/Enhanced Provision (INSIDE)
Mon
Tue
Wed
Thur
Fri
Writing Area
Small World
Malleable/
Tactile Area
Role Play
Mathematics
Art Workshop
Sand
Water
UW/Science/
Nature
ICT
Construction
Key
Green – Activities planned in response to children’s interests/next steps (with children’s initials)
Blue – Activities to ensure a balance across the curriculum
Page | 1
Continuous/Enhanced Provision (OUTSIDE)
Mon
Tue
Wed
Thur
Fri
PSED
Communication
And Language
Physical
Development
Literacy
Mathematics
Understanding
the World
Expressive Arts
and Design
Sand
Water
Key
Green – Activities planned in response to children’s interests/next steps (with children’s initials)
Blue – Activities to ensure a balance across the curriculum
Page | 2
Focused activity plan
Date:
Task:
PSED
Learning intention:
PD
CL
L
M
UW
EAD
Key Vocab/Questions:
Children Involved:
Resources:
Differentiation:
Evaluation:
Next steps:
Page | 3
Long observation timetable
Term: Autumn 1
Staff Member 1
Staff Member 2
Week 1
Lottie, Harry, Ben
Josh, Molly, Gilbert
Week 2
Lucy, Andy, Ahmed
Sarah, Ellie
Week 3
Marcus, Alfie, Martha
Carl, James
Week 4
Lily-Mae, Jess, Charlie
Laura, Hannah
Week 5
Tyrone, Esme, William
Finlay, George
Week 6
Ruby, Ollie
Lottie, Dan
Staff Member 3
N.B – This timetable is for a class of 30 children. A long observation would on average be between 5 – 10 mins. With three children to
observe in this way over the week that is only a maximum of 30 mins per week.
Page | 4
Short observation template – look, listen, note
Look, Listen and Note
Name………………….
Observed:
PSED
PD
CL
L
Look, Listen and Note
Date…………
M
UW
Name………………….
Observed:
EAD
PSED
PD
Age band:
Age band:
Next step:
Next steps:
Look, Listen and Note
Name………………….
Observed:
PSED
PD
CL
L
UW
Name………………….
Observed:
EAD
PSED
PD
Age band:
Age band:
Next step:
Next steps:
Look, Listen and Note
Name………………….
Observed:
PSED
PD
CL
L
UW
M
UW
EAD
CL
Date…………
L
M
UW
EAD
Look, Listen and Note
Date…………
M
L
Look, Listen and Note
Date…………
M
CL
Date…………
Name………………….
Observed:
EAD
PSED
PD
Age band:
Age band:
Next step:
Next steps:
Page | 5
CL
Date…………
L
M
UW
EAD
Weekly observation summary
Key Person:
Week Beginning:
Name
Observation / Interest
Links to EYFS
1
2
3
4
5
6
7
8
9
10
Page | 6
Possible Lines for
Development
Name
Observation monitoring
TERM: ___________________
PSED
PD
CL
L
Page | 7
M
UW
EAD
Wow moment template
Name _________________
Age ___________________
What I did_____________________________
_______________________________________________
_______________________________________________
_________________
Signed: ____________ Date: __________
Name _________________
Age ___________________
What I did_____________________________
_______________________________________________
_______________________________________________
_________________
Signed: ____________ Date: __________
Page | 8
Narrative observation form
Name
Date
Context
Time
Observer
Schemas observed in play
Positioning
Transporter
Transformer
Very precise about
where things should
be and enjoy lining
up toys
Carrying objects
from one place to
another in bags,
buckets etc
Mix colours,
textures, enjoy
malleable material
Involvement scales
1.Extremely Low
2. Low
No concentration,
absent, passive
attitude, no signs of
exploring things
Some degree of
activity, limited
concentration,
fiddles, easily
distracted
3. Moderate
Busy all the time but
no real
concentration,
activities are short
lived, no dedication
to an activity, not
child’s full potential
Rotation
Connection
Enclosure
4. High
5. Very High
Fascinated by
spinning wheels,
wheels on cars,
rotating items, enjoy
spinning or being
spun round
Enjoy spending time
joining things
together, using tape
to join or put
together obstacle
courses
Fill empty
containers, sit in
tunnels, build dens
or cages
Engaged without
interruption, real
concentration most
of the time, brief
moments of
distortion, child
feels challenged and
motivated
Continuously engaged and absorbed,
focussed without interruption, strongly
appealed by activity. Is alert, shows
precision, intense, engrossed in activity,
child’s capabilities shine.
Enveloping
Covering up
themselves or
dolls/toys in
blankets, painting
using one colour
Trajectory
Play with running
water, climb up and
jump off equipment,
throw toys and balls
Playing and Exploring engagement
Characteristics of effective learning
Active Learning Creating and Thinking
motivation
Critically - thinking
Finding out & exploring:
Showing curiosity about objects,
events and people

Using senses to explore the world
around them

Engaging in open ended activity

Showing particular interests
Playing with what they know:
Pretending objects are things
from their experiences

Representing their experiences in
play

Taking on a role in their play

Acting out experiences with other
people
Being involved & concentrating:
Maintaining focus on their activity
for a period of time

Showing high levels of energy and
fascination

Not easily distracted

Paying attention to details
Keeping trying:
Persisting with activity when
challenges occur

Showing a belief that more effort
or a different approach will pay
off

Bouncing back after difficulties
Having their own ideas:
Thinking of ideas

Finding ways to solve problems

Finding new ways to do things
Being willing to “have a go”:
Initiating activities

Seeking challenge

Showing a ‘can do’ attitude

Taking a risk, engaging in new
experiences, learning by trial and
error
Enjoying & achieving what they do:
Showing satisfaction in meeting their
own goals

Being proud of how they
accomplished something – not just
the end result

Enjoying meeting challenges for their
own sake rather than external
rewards or praise
Choosing ways to do things:
Planning, making decisions about
how to approach a task, solve a
problem and reach a goal

Checking how well their activities
are going

Changing strategy as needed

Reviewing how well the approach
worked
Page | 9
Making links:
Making links and noticing patterns
in their experiences

Making predictions

Testing their ideas

Developing ideas of grouping,
sequencing, cause and effect
OBSERVATION NOTES:-
NEXT STEPS
PARENT INPUT
Page | 10
Short observation
Name of Child:
Date:
Areas of Learning Covered:
PSED
PD
CL
L
Characteristics of Effective Learning
Covered:
Playing & exploring – engagement
M
UW
EAD
UW
EAD
Active learning – motivation
Creating and thinking critically - thinking
Context e.g. where taking place, child
alone or in group, activity focus:
Name of Observer:
Observation Details:
Next Steps:
Name of Child:
Date:
Areas of Learning Covered:
PSED
PD
CL
L
Characteristics of Effective Learning
Covered:
Playing & exploring – engagement
M
Active learning – motivation
Creating and thinking critically - thinking
Context e.g. where taking place, child
alone or in group, activity focus:
Name of Observer:
Observation Details:
Next Steps:
Page | 11
Long observation 1
Long Observation 1
Name of child:
Date:
Activity:
In/out
Time:
CI
AI
AD
Areas of Learning and Development
Prime areas
PSED
P
Specific areas
CL
L
M
UW
EAD
Characteristics of Effective Learning
PLAYING AND
EXPLORING
(engagement)
ACTIVE LEARNING
(motivation)
CREATING AND THINKING
CRITICALLY
(thinking)
Finding out and exploring
Being involved and concentrating
Having their own ideas
Playing with what they know
Keeping trying
Making links
Being willing to ‘have a go’
Enjoying achieving what they set
out to do
Choosing ways to do things
NEXT STEPS FOR LEARNING?
Page | 12
Long observation 2
Child:
Observation:
Characteristics of Effective
Learning
Playing and exploring –
engagement
 Finding out & exploring
 Playing with what they
know
 Being willing to ‘have a go
Active learning – motivation
 Being involved and
concentrating
 Keeping on trying
 Enjoying achieving what
they set out to do
Creating and thinking
critically – thinking
 Having their own ideas
 Making links
 Choosing ways to do
things
Long Observation 2
Date:
Time:
Areas of Learning and Development
Prime Areas
Personal Social and Emotional
Development
 Making relationships
 Self -confidence and selfawareness
 Managing feelings and
behaviour
Physical Development –
 Moving & handling
 Health & self-care
Communication and Language
 Listening & attention
 Understanding
 Speaking
Page | 13
Specific Areas
Literacy
 Reading
 Writing
Mathematics
 Numbers
 Shape, space and
measure
Understanding the World
 People & communities
 The world
 Technology
Expressive Arts and Design
 Exploring and using media
and materials
 Being imaginative
Observation continued:
Next Steps:
Page | 14
Long observation 3
Long Observation 3
Name of child
Date:
Time:
Observation completed by:
Child Initiated Activity:
Adult Led Activity:
Solitary Play
Small group Play
Large Group Play
PS C&L
PD
L
M
U the W
EA&D
ED
Context: (where is the child? Who else is present?)
What is happening? (What is the child saying and/or doing?)
Page | 15
Is the child:
 Showing curiosity?

Using their senses?
 Engaging in open ended
activity?
 Showing particular
interests?
 Maintaining focus on their
activity for a period of time?
 Showing high levels of
energy/fascination?

Not easily distracted?

Paying attention to detail?
 Pretending objects are
things?
 Persisting with activity
when challenges occur?
 Representing
experiences in play?
 Showing belief that effort
or a different approach will
pay off?

Taking on a role in play?

Acting out experiences

Bouncing back after
Page | 16

Thinking of ideas?
 Finding ways to solve
problems?
 Finding new ways to do
things?
 Making links and noticing
patterns in their experience?

Making predictions?

Testing their ideas?
 Developing ideas of
grouping, sequencing, cause
and effect?
with other people?
difficulties?

Initiating activities?

Seeking challenges?
 Showing satisfaction in
meeting own goals?
 Showing a ‘can do’
attitude?
 Taking a risk? Engaging
in new experiences and
learning by trial and error?
 Proud of accomplishments
regardless of end result?
 Enjoying meeting
challenges for own sake?
NEXT STEPS:
Page | 17
 Checking how well their
activities are going?
 Changing strategy as
needed?
 Reviewing how well the
approach worked?
Long observation 4
Long Observation 4
Child’s name:
SEN
Context (where, how)
Age (in months):
EAL
Observer:
Date:
Time:
Adult involvement:
yes
no
OBSERVATION: What did you find out about the child’s learning across any of the 3 prime
areas and 4 specific areas of learning? What was significant for the child?
GENERAL
PSED (MR; SC&SA; MF&B)
PD (M&H; H&SC)
CL(L&A; U; S)
L (R; W)
M (N; SSM)
UW (P&C; TW; T)
EAD (E&UM&M; BI)
Page | 18
Characteristics of Effective
Learning
Playing and Exploring (Engagement)
General (continued)
Active Learning (Motivation)
Creating and Thinking Critically
(Thinking)
Child’s Response (verbal and / or non-verbal (try to make time to inform the child about the
observation. Consider showing the child a photograph of his / her play that was observed and
capture his / her response).
Significant progress and achievements identified
during the observation.
Page | 19
Learning priorities identified –
What next?
Characteristics of effective learning observation
Name of child:
Date:
Time:
Activity:
Details / Context: (could include a photo)
Playing and exploring
Characteristics of effective learning (how children learn) shown in observation:
Active learning
Creating/thinking critically
Finding out and exploring
Showing curiosity about objects, events and
people.
Using senses to explore the world around them.
Showing particular interests.
Playing with what they know
Pretending objects are things from their
experience.
Representing their experiences in play.
Acting out experiences with other people.
Being willing to have a go
Initiating activities.
Seeking challenge.
Showing a “can do” attitude.
Taking a risk, engaging in new experiences, and
learning by trial and error.
Being involved and concentrating
Maintaining focus on their activity for extended
periods of time.
Showing high levels of energy, fascination.
Not easily distracted.
Paying attention to details
Keeping on trying
Persisting with activity when challenges occur.
Showing a belief that more effort or a different
approach will pay off.
Bouncing back after difficulties.
Enjoying achieving what they set out to do
Showing satisfaction in meeting their goals.
Being proud of how they accomplished somethingnot just the end result.
Enjoying meeting challenges for their own sake
rather than external rewards or praise.
Have their own ideas
Thinking of ideas.
Finding ways to solve problems.
Finding new ways to do things
Making links
Making links and noticing patterns in their experience.
Making predictions.
Testing their ideas.
Developing ideas of grouping, sequences, cause and effect.
Choosing ways to do things
Planning, making decisions about how to approach a new task,
solve a problem and reach a goal.
Checking how well their activities are going.
Changing strategy as needed.
Reviewing how well the approach worked
AREA OF LEARNING AND DEVELOPMENT:
PSED
AGE BAND:
Birth – 11 months
8 – 20 months
CL
PD
L
16 – 26 months
M
22 – 36 months
C
B
UW
30 – 50 months
EAD
40 – 60+ months
A
Next steps: What will you do to celebrate/extend/provide opportunities to repeat or practice/change something/scaffold/consolidate?
Page | 20